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Service Statement |
Updated 08 September 2024
In preparation of this Service Statement, I reflected upon the specific service activities that I have been engaged with and how closely intertwined they are with my teaching philosophy, research focuses, and the mission of Cape Breton University. My service activities can be viewed within three broad categories:
- Supporting Cape Breton University
- Supporting Teachers and Students
- Supporting the Community
The CBU Strategic Plan 2019-2024 stresses that “Cape Breton University is committed to high-quality, accessible education; innovative research; and a vibrant, multicultural future for the Island” (Cape Breton University, 2019, p. 2) The connections between this, my teaching and research activities, and my service activities, are illustrated in Figure S1:
Figure S1
Relationships between service, teaching and research theme
Relationships between service, teaching and research theme
Supporting CBU
I started in my position with the Department of Education at Cape Breton University as the COVID-19 pandemic was emerging, and just 11 weeks before the pandemic forced the closure of in-person activities on campus. As a result, while some of my service activities reflect more routine university committee work, the opportunity presented itself for me to more closely link my service activities to the themes of my teaching and research. Throughout 2020-21, I offered myself, and was called upon, to support the Department of Education, the School of Education and Health, and Cape Breton University, in efforts to seamlessly transition to teaching and learning in an online environment. For my service activities during the COVID-19 pandemic, I was awarded the 2021 CBU Instructional Leadership Award. I have since been nominated for the Atlantic Association of Universities Anne Marie Mackinnon Leadership Award.
Departmental Service
Transitioning to Online Teaching
Between the Spring and Fall of 2020, I undertook a lead role in the development of resources to support full and part-time teaching faculty as they transitioned to delivering their courses online. This included the development of a model course on the Moodle learning management system, and the development of instructional video resources about using Moodle and Microsoft Teams to support online teaching and learning. I also facilitated a professional learning network that met weekly in the Spring 2020 and Spring 2021 terms where full and part-time teaching faculty helped each other to develop asynchronous online teaching resources, learn the technical and pedagogical aspects of how to use Microsoft Teams for live course instruction. Throughout the course of these professional learning network initiatives, I also provided direct individual support to Department of Education faculty members to help them set up their digital resources and troubleshoot issues that they were encountering. The value of these service activities to my colleagues is summarized by excerpts from some of the emails that I have received:
Transitioning to Online Teaching
Between the Spring and Fall of 2020, I undertook a lead role in the development of resources to support full and part-time teaching faculty as they transitioned to delivering their courses online. This included the development of a model course on the Moodle learning management system, and the development of instructional video resources about using Moodle and Microsoft Teams to support online teaching and learning. I also facilitated a professional learning network that met weekly in the Spring 2020 and Spring 2021 terms where full and part-time teaching faculty helped each other to develop asynchronous online teaching resources, learn the technical and pedagogical aspects of how to use Microsoft Teams for live course instruction. Throughout the course of these professional learning network initiatives, I also provided direct individual support to Department of Education faculty members to help them set up their digital resources and troubleshoot issues that they were encountering. The value of these service activities to my colleagues is summarized by excerpts from some of the emails that I have received:
I express my gratitude to you all, but would like to specifically acknowledge Rob's contribution over the past months. Your expertise and wise counsel Rob made all of our jobs easier. What a learning experience!" (Dr. Patrick Howard, Interim Dean, School of Education and Health).
I want to echo Patrick's sentiments and express my appreciation for all of the hard work, flexibility and understanding that was shown by everyone during these uncertain times. The students have also continually expressed their gratitude for the time and attention that everyone has put into making this term a success" (Department of Education member).
Although I felt totally overwhelmed by this task of taking my course online, you have provided lots of support in manageable pieces" (Department of Education member).
Department of Education By-Laws Committee
I served as a member of this ad-hoc committee in March 2021 to review and update the Department of Education By-Laws.
I served as a member of this ad-hoc committee in March 2021 to review and update the Department of Education By-Laws.
Bachelor of Education Program Syllabi Review and Redevelopment
Assisted Department of Education members with updating the standard Bachelor of Education program course syllabus template, and the review and updating of course syllabi as part of the Bachelor of Education program review.
Assisted Department of Education members with updating the standard Bachelor of Education program course syllabus template, and the review and updating of course syllabi as part of the Bachelor of Education program review.
Bachelor of Education Program Admissions Candidate Interviews
Assisted Department of Education members with the review of Bachelor of Education candidate admissions applications, and candidate interviews, during the Winter 2020, Winter 2021, Winter 2022, Winter 2023, and Winter 2024 terms. This involved reviewing, commenting on, and ranking applicant CVs, academic transcripts, letters of reference and admissions essays, as well as interviewing applicants to determine their suitability for admission to a teacher training program.
Assisted Department of Education members with the review of Bachelor of Education candidate admissions applications, and candidate interviews, during the Winter 2020, Winter 2021, Winter 2022, Winter 2023, and Winter 2024 terms. This involved reviewing, commenting on, and ranking applicant CVs, academic transcripts, letters of reference and admissions essays, as well as interviewing applicants to determine their suitability for admission to a teacher training program.
Tenure-Track Faculty Hiring Committees
Since beginning with the Education Department, I have served on a number of tenure-track hiring committees, and one hiring committee for a term position within the Department of Education. This involved the review of candidate application packages, shortlisting of candidates for interviews and presentations, co-facilitation of candidate interviews and presentation sessions, and committee deliberation to make final hiring recommendations.
Since beginning with the Education Department, I have served on a number of tenure-track hiring committees, and one hiring committee for a term position within the Department of Education. This involved the review of candidate application packages, shortlisting of candidates for interviews and presentations, co-facilitation of candidate interviews and presentation sessions, and committee deliberation to make final hiring recommendations.
Part-Time Faculty Hiring Interviews
Assisted Department of Education members with the review of applications, and the interview of candidates for hiring as a part-time (Individual Contract Assignment) faculty member.
Assisted Department of Education members with the review of applications, and the interview of candidates for hiring as a part-time (Individual Contract Assignment) faculty member.
Masters of Education Program Steering Committee
I have been serving as a faculty liaison and a member of the Master of Education Program Steering Committee for the joint Master of Education in Educational Technology program offered through Cape Breton University and Memorial University of Newfoundland. This has involved regular Steering Committee meetings, as well as the review and submission to Senate of course updates.
I have been serving as a faculty liaison and a member of the Master of Education Program Steering Committee for the joint Master of Education in Educational Technology program offered through Cape Breton University and Memorial University of Newfoundland. This has involved regular Steering Committee meetings, as well as the review and submission to Senate of course updates.
Educational Technology Program Quality Assurance Review
For the past year, I have been working closely with colleagues from the Education Department, as well as the Vice-President Academic’s Office, on a Quality Assurance Review of Cape Breton University’s Educational Technology Diploma Program. This has included taking a lead role in gathering data for the Self-Study Report stage of the QA Review process, in preparation for External Review. In the coming months, I will continue to work closely with colleagues from the Education Department to conduct a review of all courses in the program, with the aim of implementing revisions based on stakeholder feedback, and to align program delivery more closely with the School of Education and Health Graduate Program Standards. I will also be undertaking a lead role in the redevelopment of CBU’s graduate Educational Technology programming into a potential Master of Education in Digital Pedagogies program.
For the past year, I have been working closely with colleagues from the Education Department, as well as the Vice-President Academic’s Office, on a Quality Assurance Review of Cape Breton University’s Educational Technology Diploma Program. This has included taking a lead role in gathering data for the Self-Study Report stage of the QA Review process, in preparation for External Review. In the coming months, I will continue to work closely with colleagues from the Education Department to conduct a review of all courses in the program, with the aim of implementing revisions based on stakeholder feedback, and to align program delivery more closely with the School of Education and Health Graduate Program Standards. I will also be undertaking a lead role in the redevelopment of CBU’s graduate Educational Technology programming into a potential Master of Education in Digital Pedagogies program.
Ad-Hoc Committee of Teaching and Learning Safely
As a member of this ad-hoc committee, I collaborated with members of the Department of Education to develop guidelines and resources related to the technical and pedagogical aspects of teaching safely upon a return to in-person instruction at CBU following the COVID-19 pandemic.
As a member of this ad-hoc committee, I collaborated with members of the Department of Education to develop guidelines and resources related to the technical and pedagogical aspects of teaching safely upon a return to in-person instruction at CBU following the COVID-19 pandemic.
School Service
Transitioning to Online Teaching
Following upon the successes of the Transitioning to Online Teaching professional learning network activities within the Department of Education during the Spring 2020 term, I facilitated a similar initiative across the School of Education and Health throughout Summer 2020 – Fall 2020.
Transitioning to Online Teaching
Following upon the successes of the Transitioning to Online Teaching professional learning network activities within the Department of Education during the Spring 2020 term, I facilitated a similar initiative across the School of Education and Health throughout Summer 2020 – Fall 2020.
Service to the University
Accessibility Advisory Committee
In the Fall of 2021, I was invited to join Cape Breton University’s Accessibility Advisory Committee. Throughout the Winter 2022 term, my participation with this committee involved the development of a report for the university on areas of improvement in order to comply with the provincial mandate for Accessibility standards for public institutions, including universities. I am continuing to work with the Accessibility Advisory Committee on the development of action plans stemming from the recommendations contained in the report (delivered in April 2022).
Accessibility Advisory Committee
In the Fall of 2021, I was invited to join Cape Breton University’s Accessibility Advisory Committee. Throughout the Winter 2022 term, my participation with this committee involved the development of a report for the university on areas of improvement in order to comply with the provincial mandate for Accessibility standards for public institutions, including universities. I am continuing to work with the Accessibility Advisory Committee on the development of action plans stemming from the recommendations contained in the report (delivered in April 2022).
CBC Public Forum and Transitions Program Proposal
In the Spring of 2023, I served on the organizing committee for a public forum hosted at CBU by CBC radio, with the theme of discussing issues related to preparing high school graduates with disabilities for a transition to post-secondary education, the community, and the workforce. Subsequent to that public forum, I worked with members of the organizing committee to develop a proposal for a new “Transitions” program at CBU that would provide greater opportunities for high school graduates with disabilities to experience the social aspects of life on a university campus.
In the Spring of 2023, I served on the organizing committee for a public forum hosted at CBU by CBC radio, with the theme of discussing issues related to preparing high school graduates with disabilities for a transition to post-secondary education, the community, and the workforce. Subsequent to that public forum, I worked with members of the organizing committee to develop a proposal for a new “Transitions” program at CBU that would provide greater opportunities for high school graduates with disabilities to experience the social aspects of life on a university campus.
Faculty Development Working Group
In April 2020 I was invited to a meeting with Cape Breton University President David Dingwall to discuss technical and pedagogical support requirements for the University’s transition to online teaching and learning as a result of the COVID-19 pandemic. I then served as a member of the Faculty Development Working Group. This involved regular weekly meetings throughout the Spring/Summer and Fall 2020 terms to plan and deploy supports for CBU faculty as they prepared for a transition to online course delivery.
In April 2020 I was invited to a meeting with Cape Breton University President David Dingwall to discuss technical and pedagogical support requirements for the University’s transition to online teaching and learning as a result of the COVID-19 pandemic. I then served as a member of the Faculty Development Working Group. This involved regular weekly meetings throughout the Spring/Summer and Fall 2020 terms to plan and deploy supports for CBU faculty as they prepared for a transition to online course delivery.
University Teaching Program
As part of my work with the Faculty Development Working Group, I also worked closely with colleagues from the Center for Teaching and Learning, and from across the University, to update and deploy an online version of the University Teaching Program with a focus on teaching and learning online. Over 200 full and part-time CBU faculty participated in this professional development initiative. As part of this initiative, I also made available a copy of the Moodle learning management system-based resources that I had developed for members of the Department of Education (as part of the Transitioning to Online Teaching initiative). These resources were then made available to all participants in the University Teaching Program, and a self-enrolment key was provided for any other faculty who wanted to avail of the resources. I also facilitated a live webinar session on humanizing the online learning experience for UTP participants. A thank-you letter from CTL Academic Director, Dr. Rod Nicolls, is included in Appendix S1.
As part of my work with the Faculty Development Working Group, I also worked closely with colleagues from the Center for Teaching and Learning, and from across the University, to update and deploy an online version of the University Teaching Program with a focus on teaching and learning online. Over 200 full and part-time CBU faculty participated in this professional development initiative. As part of this initiative, I also made available a copy of the Moodle learning management system-based resources that I had developed for members of the Department of Education (as part of the Transitioning to Online Teaching initiative). These resources were then made available to all participants in the University Teaching Program, and a self-enrolment key was provided for any other faculty who wanted to avail of the resources. I also facilitated a live webinar session on humanizing the online learning experience for UTP participants. A thank-you letter from CTL Academic Director, Dr. Rod Nicolls, is included in Appendix S1.
Faculty Troubleshooting
As a follow-up to my work with the Faculty Development Working Group and the University Teaching Program, I served as a Faculty Troubleshooter during the Fall 2020 and Winter 2021 terms. This involved providing approximately five hours of service per week throughout each term, including responding to technical and pedagogical inquires from CBU faculty, as well as one-to-one live troubleshooting support. It also involved the redevelopment of the Moodle learning management system-based Transitioning to Online Teaching resources into a one-stop Frequently-Asked Questions support resource for faculty.
As a follow-up to my work with the Faculty Development Working Group and the University Teaching Program, I served as a Faculty Troubleshooter during the Fall 2020 and Winter 2021 terms. This involved providing approximately five hours of service per week throughout each term, including responding to technical and pedagogical inquires from CBU faculty, as well as one-to-one live troubleshooting support. It also involved the redevelopment of the Moodle learning management system-based Transitioning to Online Teaching resources into a one-stop Frequently-Asked Questions support resource for faculty.
Start Smart! 2020
Throughout the Summer 2020 and Fall 2020 terms, I worked with members of Student Services, as well as faculty, staff, and students from across Cape Breton University, to develop the Start Smart 2020 program for CBU students. This involved the planning and development of an online course designed to prepare students for a successful transition to online learning at CBU. As the lead developer for this initiative, I created the Moodle and Microsoft Teams-based digital resources for the course. I also worked with faculty, staff, and students to record, produce, and publish approximately 60 instructional videos for the Start Smart 2020 course. The online course was launched for all new and returning CBU students in August 2020, alongside a live Microsoft Teams-based orientation and motivation session for students. The impact of this initiative on both students and faculty can be summed up in a follow-up email from a faculty member:
Throughout the Summer 2020 and Fall 2020 terms, I worked with members of Student Services, as well as faculty, staff, and students from across Cape Breton University, to develop the Start Smart 2020 program for CBU students. This involved the planning and development of an online course designed to prepare students for a successful transition to online learning at CBU. As the lead developer for this initiative, I created the Moodle and Microsoft Teams-based digital resources for the course. I also worked with faculty, staff, and students to record, produce, and publish approximately 60 instructional videos for the Start Smart 2020 course. The online course was launched for all new and returning CBU students in August 2020, alongside a live Microsoft Teams-based orientation and motivation session for students. The impact of this initiative on both students and faculty can be summed up in a follow-up email from a faculty member:
I sat down and watched the ‘live’ motivation lecture this afternoon. Excellent! Topic is superb. I presume it was selected because of the benefits for students, but it has helped me to get focused and motivated. Beyond the topic, both of you were welcoming, professional, accommodating and flexible. You give me some confidence I can model what you did, not as well, but possible" (CBU faculty member).
The Start Smart 2020 online course resources continue to be available for new and returning students at the beginning of each academic term.
Online Education Panel
In December 2021 I was invited by Cape Breton University President David Dingwall and Associate Vice-President, Academic and Research, Dr. Tanya Brann-Barrett to join Cape Breton University’s Online Education Panel. The purpose of this panel was to discuss opportunities and challenges, and to set an agenda for the future of online education at Cape Breton University, post COVID-19. I met with panel members, including Center for Teaching and Learning Academic Director, Dr. Rod Nicolls, and School of Education and Health Interim Dean, Dr. Patrick Howard, for several plenary sessions throughout December 2020 and January 2021. The Online Education Panel discussion session was held on February 18, 2021, as part of the CBU Executive Retreat. I received a personal thank-you for my contributions by email from Dr. Tanya Brann-Barrett:
In December 2021 I was invited by Cape Breton University President David Dingwall and Associate Vice-President, Academic and Research, Dr. Tanya Brann-Barrett to join Cape Breton University’s Online Education Panel. The purpose of this panel was to discuss opportunities and challenges, and to set an agenda for the future of online education at Cape Breton University, post COVID-19. I met with panel members, including Center for Teaching and Learning Academic Director, Dr. Rod Nicolls, and School of Education and Health Interim Dean, Dr. Patrick Howard, for several plenary sessions throughout December 2020 and January 2021. The Online Education Panel discussion session was held on February 18, 2021, as part of the CBU Executive Retreat. I received a personal thank-you for my contributions by email from Dr. Tanya Brann-Barrett:
I wanted to reach out and say a huge thank you for your excellent contributions to our panel today. And that you took time to join us from Halifax on what was already a very busy day for you and your family was so appreciated. We had lots of positive response and I am excited about the steps to come. I am also so happy you are part of our CBU community" (Dr. Tanya Brann-Barrett, Associate Vice-President, Academic and Research).
Open Access Working Group
I have offered to serve as a member of the University’s Open Access Working Group. While this working group’s activities have not formally begun (as a result of the COVID-19 pandemic), I have expressed my intention to organizers to contribute as a member once on-campus activities return to normal. The aim of this group is to explore opportunities, and make policy recommendations, for the adoption of Open Access teaching and learning resources across the University’s academic programs.
I have offered to serve as a member of the University’s Open Access Working Group. While this working group’s activities have not formally begun (as a result of the COVID-19 pandemic), I have expressed my intention to organizers to contribute as a member once on-campus activities return to normal. The aim of this group is to explore opportunities, and make policy recommendations, for the adoption of Open Access teaching and learning resources across the University’s academic programs.
Individual Collegial Support
In addition to the more formal service activities listed in this document, I continue to provide individualized support to colleagues from across Cape Breton University who approach me with technical and pedagogical inquires about online teaching and learning. In April 2021, I was invited to meet with CBU President David Dingwall to discuss considerations for his preparation to teach an online course in either Spring/Summer 2021 or Fall 2021.
In addition to the more formal service activities listed in this document, I continue to provide individualized support to colleagues from across Cape Breton University who approach me with technical and pedagogical inquires about online teaching and learning. In April 2021, I was invited to meet with CBU President David Dingwall to discuss considerations for his preparation to teach an online course in either Spring/Summer 2021 or Fall 2021.
Start Smart! Indigenous
In the Spring of 2024, I began working with the Cape Breton University Center for Teaching and Learning on the development of a new Start Smart! Indigenous project. My role with this project is in the capacity of lead instructional designer. This entails project planning for the new professional development program, including mapping of the program learning outcomes, blueprinting the design of the online module(s), coordinating with subject matter experts for the development of program content, and final development and publication of the digital professional development resources.
In the Spring of 2024, I began working with the Cape Breton University Center for Teaching and Learning on the development of a new Start Smart! Indigenous project. My role with this project is in the capacity of lead instructional designer. This entails project planning for the new professional development program, including mapping of the program learning outcomes, blueprinting the design of the online module(s), coordinating with subject matter experts for the development of program content, and final development and publication of the digital professional development resources.
Supporting Teachers and Students
My recent service activities have extended beyond my Department, School, and Cape Breton University itself. Some of this service can be categorized as more formal support for the Academy of teaching and learning scholarship. Other activities represent more direct service in support of the practical needs of teachers and students.
The Academy
Canadian Network for Innovation in Education
Canadian Network for Innovation in Education
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In May 2022, I was elected for a two-year term to the Board of Directors of the Canadian Network for Innovation in Education (CNIE - RCIÉ, n.d.). The CNIE is “a national organization of professionals committed to excellence in the provision of innovation in education in Canada” with a goal “to provide a space for dialogue, collaboration and innovation.” Subsequently, in May 2023 I was elected to serve a one-year term as Vice-President of the Board of Directors (2023-24), followed by a one-year term as President of the Board of Directors (2024-25).
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International Association for Mobile Learning
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I have been a member of the International Association for Mobile Learning (IAmLearn, n.d.) since 2011. In 2013 I served as the project manager and conference chair for the 12th World Conference on Mobile and Contextual Learning (mLearn 2013). I served as a Member-at-Large on the association’s Executive Committee from 2013-2017, and as President of the Executive Committee from 2017-19. I concluded my term on the Executive Committee in the advisory role of Past-President in 2020. I continue to work closely with the current Executive Committee, as well as members of IAmLearn’s Global Research Project committee, on the planning of the annual mLearn conference series, various research initiatives, and the production and publication of Open Access resources.
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University of the Arctic
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I am currently serving as a representative of Cape Breton University on the University of the Arctic, a "network of universities, colleges, research institutes, and other organizations concerned with education and research in and about the North (UArctic, 2021). This includes frequent participation in informational and professional development focused online meetings and webinar sessions. Since early 2021, I have been engaged in plenary discussions with members of UArctic’s Health and Education thematic network for a potential multi-national research initiative.
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Academic Reviews
I serve as a regular manuscript reviewer for peer-reviewed academic journal and conference publications, including:
I serve as a regular manuscript reviewer for peer-reviewed academic journal and conference publications, including:
- Australasian Journal of Educational Technology (AJET) (Australasian Society for Computers in Learning in Tertiary Education, n.d.)
- International Journal of Mobile and Blended Learning (IJMBL) (IGI Global, 2021)
- International Journal of Interactive Mobile Technologies (iJIM) (iJIM, n.d.)
- International Review of Research in Open and Distributed Learning (IRRODL)
- Learning and Teaching in Higher Education: Gulf Perspectives (LTHE: Gulf Perspectives) (Emerald Publishing, 2021)
- World Conference on Mobile and Contextual Learning (mLearn) Conference Series (IAmLearn, 2017)
- Canadian Network for Innovation in Education Annual Conference Series.
Guest Lecture Appearances
In recent years, I have been invited to give guest lecture appearances on topics related to mobile learning and instructional design for online learning for higher education institutions including:
In recent years, I have been invited to give guest lecture appearances on topics related to mobile learning and instructional design for online learning for higher education institutions including:
- Athabasca University
- Ohio State University
- University of British Columbia
- University of New Mexico
- University of Saskatchewan
- University of Western Australia
In July 2021, I gave a guest lecture presentation (two hours) on the role of instructional design frameworks in promoting teacher adoption of mobile technologies for doctoral candidates at the University of Saskatchewan (Power, 2021a).
Supporting Practice
Open Access Publications
Open Access Publications
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I have provided in-kind support to students, educators, and academic organizations, to help them disseminate research-supported, practical resources for teachers and students. This has included the editing, production, publication, and hosting of Open Access digital textbooks. In 2020, 2022, and 2023, I helped graduate students from Cape Breton University (Power et al., 2020; Power, 2022, 2023) to publish textbooks designed to support Atlantic Canadian teachers during the transition to online teaching because of the COVID-19 pandemic.
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Similarly, I helped graduate students from Ontario Tech University (Power, 2018, 2019, 2022, 2023) to publish a textbook focused on the use of digital tools to support K12 curriculum. I have also helped researchers from various international groups (Hambrock et al., 2020, 2022; Palalas & Lazou, 2021; Power et al., 2017; Themeli, 2023) to publish five Open Access digital textbooks to share research-supported practical resources for researchers, educators, and practitioners. I recently shared an Open Access copy of digital textbook that I co-authored with a colleague from College of the North Atlantic-Qatar (Power, R., & Ford, R., 2009) via ResearchGate (2021), which has consistently been rated as the most-read publication on that platform by a Cape Breton University faculty member throughout 2021 and 2022 (approximately 34-thousand reads as of April 2024). In January, 2023, I published Everyday Instructional Design: A Practical Resource for Educators and Instructional Designers (Power, 2023), which has to date recorded over 13-thousand unique readers with over 32-thousand chapters read, and which has been adopted for use by at least 18 Canadian and international higher education institutions. In March 2024, I release my latest open-access eBook publication The ALT Text: Accessible Learning with Technology.
Figure S2
Open-Access readership statistics for Everyday Instructional Design
Open-Access readership statistics for Everyday Instructional Design
Educational Technology Blog
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I maintain an educational technology-themed web log (blog) (Power, 2022) where I frequently share resources to help students, teachers, and higher education faculty, with the use of technology, instructional design for online teaching and learning, and the promotion of Digital Accessibility in teaching and learning practice. I have published several blog posts in recent months focused on transitioning for classroom-based to online teaching and creating accessible resources for students. I plan to continue publishing posts around similar themes to support the work of my teaching colleagues, and the learning of my students.
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Instructional Video Resources
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In addition to the Power Learning Solutions blog, I maintain an educational technology and instructional design-themed YouTube channel (Power, n.d.). Since the beginning of the COVID-19 pandemic, I have produced and published 490 instructional video resources. As illustrated in Figure S3, these resources have supported educators and students through over 180-thousand video views between February 2020 and June 2024.
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Figure S3
Instructional video audience reach, February 2020 to June 2024 (Power, n.d.)
Instructional video audience reach, February 2020 to June 2024 (Power, n.d.)
Figure S4 shows monthly trends in viewership of these video resources and illustrates spikes in viewership at times when K12 and higher education faculty are more likely to be engaged in preparing for upcoming courses before the start of each academic term.
Figure S4
Instructional video viewership trends, February 2020 to June 2024 (Power, n.d.)
Instructional video viewership trends, February 2020 to June 2024 (Power, n.d.)
I plan to continue with my work creating and producing instructional video content, as both the nature of such resources and the content of the videos aligns with my teaching philosophy, my subject-area specialization, and the needs of my colleagues and students who I aim to support through my professional service.
Radio Interviews and Podcasts
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In addition to service to the Academy and practical resources that I have produced to support teachers and students, since the beginning of the COVID-19 pandemic I have participated in other service outreach activities such as media interviews (Rohmer, 2020; Sutherland, 2020) and education-themed audio podcasts (Fraser, 2020).
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Supporting the Community
In addition to service to the University, the Academy, and teaching and learning practice, I have been engaged in service activities in the broader community. Some of these activities have also drawn upon my academic and practical expertise to lend support to charitable endeavours and community organizations.
Defeat Duchenne Canada (formerly Jesse’s Journey)
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In May 2021 I hosted two webinar sessions (four hours of preparation and live engagement) called Digital Accessible Essentials for Educators (Power & Sheppard, 2021). These sessions provided me with an opportunity to share my expertise with the use of digital technologies to reduce digital accessibility barriers in K12 and higher education classrooms. For these sessions, I collaborated with Nova Scotia-based Sheppard Diversity Training (2020). Registration fees for these webinar sessions we donated in support of the Jesse’s Journey (2020) 2021 Virtual Walk to Defeat Duchenne Muscular Dystrophy.
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Muscular Dystrophy Canada
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I have been actively engaged with Muscular Dystrophy Canada’s (2021) Walk for Muscular Dystrophy. This annual fundraising event supports medical research initiatives, as well as the needs of families supporting children with Muscular Dystrophy.
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Dyslexia Canada
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Over the past four years, I have collaborated with Dyslexia Canada and Drs Sandra Jack-Malik, Janet Kuhnke, and Christina Phillips from the School of Education and Health at Cape Breton University. In addition to planning a potential research partnership with Dyslexia Canada, I have helped to host and facilitate a series of open access presentations (six hours of preparation and live engagement) on supporting children and adults who have Dyslexia (Jack-Malik & Power, 2021; Power & Jack-Malik, 2020, 2021).
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Scouts Canada
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I have been an active Scouter (leader) with Beaver and Cub Scouts sections of Scouts Canada since 2016. I am currently a section Scouter with 1st Sydney Cub Scouts, Sydney, Nova Scotia. I have also served as a member of Scouts Canada’s Learning Management System (LMS) Advisory Committee. In this role, I had an opportunity to share my expertise on both the technical and pedagogical requirements that Scouts Canada would need to consider when selecting a new LMS to house online training resources for its volunteers and parents.
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Looking Forward
I feel fortunate to have had the service opportunities highlighted in this statement. They have strengthened my connections to the University community and have complimented my scholarly practice throughout my first two years. They have also provided opportunities to advance my future research and teaching. I recognize that many of these activities were precipitated by the unique necessities of the COVID-19 pandemic. Thus, some (such as the Transitioning to Online Teaching initiative, the Faculty Development Working Group, and the Start Smart student orientation program) were less prominent since 2022. However, I see myself continuing to engage with my colleagues in roles related to the integration of technology, and the future of online learning at CBU. I also see myself continuing in my role with the CBU Accessibility Advisory Committee. I hope to actively engage with the Open Educational Resources committee once it resumes activities. I also see myself becoming more engaged with the Research Ethics Board, the Center for Teaching and Learning, and the Jennifer Keeping Center. I plan to remain active in the broader Academy, including supporting teachers and students, and the continued creation of Open Access resources. I see myself expanding my involvement with organizations like Jesse’s Journey and Muscular Dystrophy Canada. I would like to collaborate with colleagues like Sheppard Diversity to expand the range of Accessibility, Equity and Diversity resources that we can provide to the Nova Scotia community. I also see myself serving as an ambassador for CBU through my work with Scouts Canada, by raising awareness about post-secondary learning opportunities and by arranging for Scouts to engage in learning opportunities at the CBU campus.
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Full Service Statement with Appendices
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References
Australasian Society for Computers in Learning in Tertiary Education (n.d.). Australasian Journal of Educational Technology (AJET). [Web page]. https://ajet.org.au/index.php/AJET
Cape Breton University (2019). Strategic plan 2019-2024. [PDF file]. https://www.cbu.ca/wp-content/uploads/2018/10/Strategic-Plan-Document.pdf
CNIE - RCIÉ (n.d.). Canadian Network for Innovation in Education. https://e.cnie-rcie.ca/
Emerald Publishing (2021). Learning and Teaching in Higher Education: Gulf Perspectives. [Web page]. https://www.emeraldgrouppublishing.com/journal/lthe
Fraser, A.J. (2020, May 20). Rob Power - Authentic Assessment. [Podcast]. Beyond the Class. https://soundcloud.com/user-686977444/ep-3-rob-power-authentic-assessment
Hambrock, H., de Villiers, F., Rusman, E., MacCullum, K., & Arrieya Arrifin, S. (2020). Seamless learning in higher education (R. Power, Editor). [eBook]. International Association for Mobile Learning. https://seamlesslearning.pressbooks.com/
Hambrock, H., de Villiers, F., Power, R., Koole, M., Ahmed, M., Ellis, W., Abd Karim, R., Kurubacak, G., El-Hussein, M., Ossiannilsson, E., Sharma, R., José Sousa, M., & Wollin, U. (2022). Seamless Learning in Higher Education 2: Comparisons from International Educators of Changes During a Global Pandemic (H. Hambrock, F. de Villiers, R. Power, and M. Koole, Eds). International Association for Mobile Learning and Power Learning Solutions. https://pressbooks.pub/seamlesslearning2/
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IRRODL.org (n.d.). International Review of Research in Open and Distributed Learning (IRRODL). [Web page]. http://www.irrodl.org/index.php/irrodl
Jack-Malik, S., & Power, R. (2021, June 22). Literacy development: The how and why of reading out loud to kids. [Webinar]. Dyslexia Canada. https://youtu.be/rMkHUQpay_s
Jesse's Journey (2020). Walk to Defeat Duchenne. [Web page]. https://jessesjourney.akaraisin.com/ui/walktodefeatduchenne
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Palalas, A., & Lazou, C. (Eds). (2021). Blended Language Learning: Evidence-Based Trends and Applications. [eBook]. International Association for Blended Learning and Power Learning Solutions. ISBN 978-1-9993825-4-4. https://blendedlanguagelearning.pressbooks.com/
Power, R. (n.d.). Rob Power Learning Solutions. [YouTube Channel]. https://www.youtube.com/c/RobPowerLearningSolutions
Power, R. (Ed.) (2018). Technology and the curriculum: Summer 2018. [e-book]. Power Learning Solutions. https://techandcurriculum.pressbooks.com/
Power, R. (Ed). (2019). Technology and the curriculum: Summer 2019. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-1-3. https://techandcurr2019.pressbooks.com/
Power, R. (Ed). (2020). eLearning Essentials 2020. [eBook]. Power Learning Solutions. https://elearning2020.pressbooks.com/
Power, R. (2021a, July 21). Making Mobile Learning Work for Educators and Students. [Webinar]. Invited lecture presentation for the University of Saskatchewan. https://www.powerlearningsolutions.com/making-mobile-learning-work.html
Power, R. (Ed.), (2022). Integration of Instructional Design and Technology, Vol 2. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-5-1. https://idandtech.pressbooks.com/
Power R. (Ed.). (2022). Technology and the curriculum: Summer 2022. Power Learning Solutions. https://techcurr2022.pressbooks.com/
Power, R. (2023). Everyday Instructional Design: A Practical Resource for Educators and Instructional Designers. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-8-2 https://pressbooks.pub/everydayid/
Power, R. (Ed.) (2023). Integration of Instructional Design and Technology, Vol 3. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-9-9. https://pressbooks.pub/idandtech3/
Power, R. (Ed.). (2023). Technology and the Curriculum: Summer 2023. Power Learning Solutions. ISBN 978-1-7390190-0-6. https://pressbooks.pub/techcurr2023/
Power, R. (2024). The ALT Text: Accessible Learning with Technology. Power Learning Solutions. 978-1-7390190-2-0. https://pressbooks.pub/thealttext/
Power, R. (2024). The Power Learning Solutions Blog. [Web page]. Power Learning Solutions. https://www.powerlearningsolutions.com/blog
Power, R., Ally, M., Cristol, D., & Palalas, A. (Eds). (2017). IAmLearning: Mobilizing and supporting educator practice. [e-Book]. International Association for Mobile Learning. ISBN 978-1-7751408-0-1. https://iamlearning.pressbooks.com/
Power, R. & Ford, R. (2009). Operating System Fundamentals. Doha, Qatar: College of the North Atlantic - Qatar. https://www.researchgate.net/publication/339413127_Operating_System_Fundamentals
Power, R., Gallant, G., Gallant, J., Girouard, J., Hildebrandt, K, MacLeod, J., McCarthy, T., Mugford, J., Pinhorn, C., & Pitts, M. (2020). Integration of instructional design and technology to support rapid change. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-3-7. https://idandrapidchange.pressbooks.com/
Power, R., & Jack-Malik, S. (2021, May 18). Assistive technology and tools for students and adults with dyslexia. [Webinar]. Dyslexia Canada. https://youtu.be/RhDsRyJwe3U
Power, R., & Jack-Malik, S. (2020, October 5). Using assistive technology to create an inclusive classroom. [Webinar]. Dyslexia Canada. https://youtu.be/pz68X_q-rS8
Power, R., & Sheppard, B. (2021, May 3). Digital Accessibility Essentials for Educators. [Webinar]. Power Learning Solutions and Sheppard Diversity Training. https://youtu.be/-YKKonIYoX4
ResearchGate (2021). https://www.researchgate.net/
Rohmer, A. (2020, April 4). Lecce Update / Kathleen Wynne / YRDSB Plans / Teacher View and more. [Audio podcast]. The Feed. https://soundcloud.com/user-338287287/the-feed-2020-04-24-lecce-update-kathleen-wynne-yrdsb-plans-teacher-view-and-more
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hemeli, C. (2023). Inclusive Peer Learning & Augmented Reality in Higher Education: A Technology-Enhanced Learning (TEL) Perspective. Power Learning Solutions. ISBN 978-1-7390190-1-3. https://pressbooks.pub/ipear/
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Fraser, A.J. (2020, May 20). Rob Power - Authentic Assessment. [Podcast]. Beyond the Class. https://soundcloud.com/user-686977444/ep-3-rob-power-authentic-assessment
Hambrock, H., de Villiers, F., Rusman, E., MacCullum, K., & Arrieya Arrifin, S. (2020). Seamless learning in higher education (R. Power, Editor). [eBook]. International Association for Mobile Learning. https://seamlesslearning.pressbooks.com/
Hambrock, H., de Villiers, F., Power, R., Koole, M., Ahmed, M., Ellis, W., Abd Karim, R., Kurubacak, G., El-Hussein, M., Ossiannilsson, E., Sharma, R., José Sousa, M., & Wollin, U. (2022). Seamless Learning in Higher Education 2: Comparisons from International Educators of Changes During a Global Pandemic (H. Hambrock, F. de Villiers, R. Power, and M. Koole, Eds). International Association for Mobile Learning and Power Learning Solutions. https://pressbooks.pub/seamlesslearning2/
IAmLearn (n.d.). International Association for Mobile Learning. [Web page]. https://www.iamlearn.org/
IAmLearn (2017). mLearn Conference Series. [Web page]. https://www.iamlearn.org/mlearn/
IGI Global (2021). International Journal of Mobile and Blended Learning (IJMBL). [Web page]. https://www.igi-global.com/journal/international-journal-mobile-blended-learning/1115
iJIM (n.d.). International Journal of Interactive Mobile Technologies (iJIM). [Web page]. https://www.online-journals.org/index.php/i-jim
IRRODL.org (n.d.). International Review of Research in Open and Distributed Learning (IRRODL). [Web page]. http://www.irrodl.org/index.php/irrodl
Jack-Malik, S., & Power, R. (2021, June 22). Literacy development: The how and why of reading out loud to kids. [Webinar]. Dyslexia Canada. https://youtu.be/rMkHUQpay_s
Jesse's Journey (2020). Walk to Defeat Duchenne. [Web page]. https://jessesjourney.akaraisin.com/ui/walktodefeatduchenne
Muscular Dystrophy Canada (2021). The Tenaquip Foundation Walk for Muscular Dystrophy. [Web page]. https://muscle.akaraisin.com/ui/walk4md2021/about
Palalas, A., & Lazou, C. (Eds). (2021). Blended Language Learning: Evidence-Based Trends and Applications. [eBook]. International Association for Blended Learning and Power Learning Solutions. ISBN 978-1-9993825-4-4. https://blendedlanguagelearning.pressbooks.com/
Power, R. (n.d.). Rob Power Learning Solutions. [YouTube Channel]. https://www.youtube.com/c/RobPowerLearningSolutions
Power, R. (Ed.) (2018). Technology and the curriculum: Summer 2018. [e-book]. Power Learning Solutions. https://techandcurriculum.pressbooks.com/
Power, R. (Ed). (2019). Technology and the curriculum: Summer 2019. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-1-3. https://techandcurr2019.pressbooks.com/
Power, R. (Ed). (2020). eLearning Essentials 2020. [eBook]. Power Learning Solutions. https://elearning2020.pressbooks.com/
Power, R. (2021a, July 21). Making Mobile Learning Work for Educators and Students. [Webinar]. Invited lecture presentation for the University of Saskatchewan. https://www.powerlearningsolutions.com/making-mobile-learning-work.html
Power, R. (Ed.), (2022). Integration of Instructional Design and Technology, Vol 2. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-5-1. https://idandtech.pressbooks.com/
Power R. (Ed.). (2022). Technology and the curriculum: Summer 2022. Power Learning Solutions. https://techcurr2022.pressbooks.com/
Power, R. (2023). Everyday Instructional Design: A Practical Resource for Educators and Instructional Designers. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-8-2 https://pressbooks.pub/everydayid/
Power, R. (Ed.) (2023). Integration of Instructional Design and Technology, Vol 3. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-9-9. https://pressbooks.pub/idandtech3/
Power, R. (Ed.). (2023). Technology and the Curriculum: Summer 2023. Power Learning Solutions. ISBN 978-1-7390190-0-6. https://pressbooks.pub/techcurr2023/
Power, R. (2024). The ALT Text: Accessible Learning with Technology. Power Learning Solutions. 978-1-7390190-2-0. https://pressbooks.pub/thealttext/
Power, R. (2024). The Power Learning Solutions Blog. [Web page]. Power Learning Solutions. https://www.powerlearningsolutions.com/blog
Power, R., Ally, M., Cristol, D., & Palalas, A. (Eds). (2017). IAmLearning: Mobilizing and supporting educator practice. [e-Book]. International Association for Mobile Learning. ISBN 978-1-7751408-0-1. https://iamlearning.pressbooks.com/
Power, R. & Ford, R. (2009). Operating System Fundamentals. Doha, Qatar: College of the North Atlantic - Qatar. https://www.researchgate.net/publication/339413127_Operating_System_Fundamentals
Power, R., Gallant, G., Gallant, J., Girouard, J., Hildebrandt, K, MacLeod, J., McCarthy, T., Mugford, J., Pinhorn, C., & Pitts, M. (2020). Integration of instructional design and technology to support rapid change. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-3-7. https://idandrapidchange.pressbooks.com/
Power, R., & Jack-Malik, S. (2021, May 18). Assistive technology and tools for students and adults with dyslexia. [Webinar]. Dyslexia Canada. https://youtu.be/RhDsRyJwe3U
Power, R., & Jack-Malik, S. (2020, October 5). Using assistive technology to create an inclusive classroom. [Webinar]. Dyslexia Canada. https://youtu.be/pz68X_q-rS8
Power, R., & Sheppard, B. (2021, May 3). Digital Accessibility Essentials for Educators. [Webinar]. Power Learning Solutions and Sheppard Diversity Training. https://youtu.be/-YKKonIYoX4
ResearchGate (2021). https://www.researchgate.net/
Rohmer, A. (2020, April 4). Lecce Update / Kathleen Wynne / YRDSB Plans / Teacher View and more. [Audio podcast]. The Feed. https://soundcloud.com/user-338287287/the-feed-2020-04-24-lecce-update-kathleen-wynne-yrdsb-plans-teacher-view-and-more
Sheppard Diversity (2020). Sheppard Diversity Training. [Web page]. https://shepparddiversity.com/
Sutherland, S. (2020, April 9). Some tips for teachers who are transitioning to remote teaching. [Audio podcast]. Information Morning - Cape Breton. https://www.cbc.ca/listen/live-radio/1-24-information-morning-cape-breton/clip/15770251-some-tips-for-teachers-who-are-transitioning-to-remote-teaching
T
hemeli, C. (2023). Inclusive Peer Learning & Augmented Reality in Higher Education: A Technology-Enhanced Learning (TEL) Perspective. Power Learning Solutions. ISBN 978-1-7390190-1-3. https://pressbooks.pub/ipear/
University of the Artic (2021) About UArctic. [Web page]. https://www.uarctic.org/about-uarctic/